Validating new perspectives and methodologies for learning and teacher training in English for aeronautical communications

Bullock, Neil

doi:10.14705/rpnet.2019.33.927

Cited by 3 publications

(4 citation statements)

References 3 publications

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“…It was found that personnel working in this field should have at least a B2, which, in correspondence with ICAOs requirements, is likened to a Level 4 (Emery, 2015). Similarly, Bullock (2015) states that a level 4 "equates to approximately a good B1, low level B2. This is reiterated by Almeida and Gutierrez (2018) who compare a Level 4 to B1.…”

Section: Comparison Of Language Proficiency Requirements For General ...mentioning

confidence: 99%

“…Miscommunication occurs easily when speakers are unaware of the general principles of communication; therefore, communicative learning strategies coupled with content-based instruction are suggested as the most useful approach for training pilots and ATCs (Almeida & Gutierrez, 2018;Bullock, 2015;Richards & Rodgers, 2001). An investigation into bilingual Spanish pilots' cockpit interactions and language exposure revealed that pilots who were more widely and more often exposed to plain English language showed a greater comfort in conducting their cockpit tasks even in standardized phraseology (Doty et al, 2021).…”

Section: Developments In Aviation English Trainingmentioning

confidence: 99%

“…This is supported by Almeida and Gutierrez (2018) who analysed military aviation students and found that upon graduating they do not reach an ICAO Operational level 4 even though they exhibit a B1 in general English. A B2 speaker who consistently learns the specifics of Aviation English should be able to at least pass the ICAO proficiency exam (Bullock, 2015). With this in mind, the remaining 96% of all entrants should have the language background that allows to get at least a level 4.…”

Section: English Proficiency Level Of Agai Students With Regards To I...mentioning

confidence: 99%

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Bridging the Gap Between Icao Level 4 and 5 in Aviation English: Expectations and Results

Masiulionienė,

Tupčiauskaitė

2023

Aviation

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The Authors investigated the Aviation English proficiency levels of Vilnius Tech Aircraft Piloting and Air Traffic Control (ATC) students by considering general English examination scores, marks for Aviation English modules and proficiency levels of a specialised speaking task. The aim was to assess how well students acquire the skills and abilities not only to pass an Aviation English proficiency examination (level 4), but also to obtain a higher level 5 necessary for a longer endorsement of their language certificate. Finally, it was determined which areas of language are the easiest and most difficult to master with regards to either a level 4 or 5 according to the ICAO (International Civil Aviation Organisation) Rating scale. It was found that four out of five students have the background skills to reach at least an ICAO level 4 upon graduating, however only a fifth are able to achieve a higher level 5. The proportion of level 5 students does not match the proportion of students with good initial general English results, so there should be a greater focus on improving the language training programme by making it more challenging and broadening its scope in terms of vocabulary and grammar in particular.

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Section: Comparison Of Language Proficiency Requirements For General ...mentioning

confidence: 99%

Section: Developments In Aviation English Trainingmentioning

confidence: 99%

Section: English Proficiency Level Of Agai Students With Regards To I...mentioning

confidence: 99%

See 1 more Smart Citation

Bridging the Gap Between Icao Level 4 and 5 in Aviation English: Expectations and Results

Masiulionienė,

Tupčiauskaitė

2023

Aviation

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“…See also recent work detailing a teaching intervention for practicing nurses (Pun, 2023), the development of a critical-pragmatic teaching methodology for EAP (Du, 2022), and the evaluation of ESP teaching materials for hotel receptionists (Wattanawong, 2022). On occasion, reports describing the introduction of ESP teaching innovations comment on learning (Bullock, 2022;Dressen-Hammouda, 2022;O'Byrne & Wette, 2020).…”

Section: Introductionmentioning

confidence: 99%

Learning a specialized register: An English for Specific Purposes research agenda

Basturkmen

2024

Lang. Teach.

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Increased work connectivity and study mobility over national boundaries in recent decades has led to a shift in the kind of English as a Second Language (ESL) instruction implemented in many educational institutions. Instruction to develop learners’ general English language proficiency may appear as a time-consuming and abstract endeavour. Instead, many institutions implement English for Specific Purposes (ESP), including English for Academic Purposes (EAP) type instruction. In ESP, the aim is to help students develop the specialized academic and work-related linguistic registers they need to function in target settings where English is used as a medium of instruction or in businesses and workplace communication. A great deal of ESP research has now been conducted to build linguistic descriptions of specialized registers. Rather less research has focused on the learning of such specialized registers. This article identifies areas for a research agenda to develop an understanding of learning a specialized register. It sets out two sites for enquiry, namely, learning in a target workplace or disciplinary study setting and learning in instructed ESP, and four topics for enquiry, namely, processes of learning, conditions for learning, learning trajectories, and transfer of learning. Example tasks are suggested for research into learning in target settings.

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A broader view of communicative competence for aeronautical communications: Implications for teaching and high-stakes testing

Monteiro

Bullock²

2020

Especialist

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Uma visão mais ampla de competência comunicativa para comunicações aeronáuticas: Implicações para o ensino e exames de alta relevância Ana Lúcia Tavares MONTEIRO (ANAC) 1 Neil BULLOCK (Lancaster University) 2 ABSTRACT This paper examines language used in radio communication between pilots and Air Traffic Controller Officers (ATCOs). It demonstrates that such communication is extremely complex, requiring a certain level of technical knowledge and is influenced by many other observable factors. Using research data from two studies involving nearly 200 aviation English professionals, this paper first presents a matrix that maps the construct of aeronautical radiotelephony (RT) communication (MONTEIRO, 2019a). Then, it explores the perceptions of a group of pilots and ATCOs on the multiple factors that may impact communication in this professional context. There then follows an application of this emerging list of factors in the analysis of a non-routine scenario of pilot/ATCO interaction. Integration of findings confirms the many complex features that form the communicative exchanges in this highly technical domain and the range of competencies required for effective and safe outcomes. Implications for teaching and high-stakes testing of these aviation professionals are discussed with the aim of improving communicative competence above a purely linguistic level and to increase the validity of inferences drawn from test results.

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Validating new perspectives and methodologies for learning and teacher training in English for aeronautical communications

Cited by 3 publications

References 3 publications

Bridging the Gap Between Icao Level 4 and 5 in Aviation English: Expectations and Results

Bridging the Gap Between Icao Level 4 and 5 in Aviation English: Expectations and Results

Learning a specialized register: An English for Specific Purposes research agenda

A broader view of communicative competence for aeronautical communications: Implications for teaching and high-stakes testing

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